Our programme of work: Information for all nurses and midwives looking to learn more about genetics
Strategy The nursing professions team recognises that it can be difficult to see why all health professionals need knowledge and skills in genetics and so works to raise awareness about the relevance and importance of genetics to nursing and midwifery practice. To do this we work in partnership with many influential groups and individuals. We are also working with Centre colleagues and external collaborators to provide practical help in developing resources to promote and support learning.
The strategy is described in detail in: Kirk M, Tonkin E and Burke S (2008) Engaging nurses in genetics: the strategic approach of the NHS National Genetics Education and Development Centre. Journal of Genetic Counseling 17(2):180-188
Identified needs Identifying the needs of learners is an important element of our work. It not only provides a baseline on which to measure progress, but also helps us develop our strategy. We have conducted needs analyses from two perspectives:
Working with practitioners It is important to us that we obtain the views and identify the needs of a range of practitioners. Working with editors from seven specialist nursing journals at RCN Publishing we have produced articles that include examples of where genetics is relevant to each area of practice. Alongside each article was a short questionnaire. Readers were asked to tell us how they view genetics as it relates to their job. We used the seven statements from the nursing competence framework and asked whether they saw each as being important to their job, how much they used it and whether they were confident in using it. In addition, the questionnaire asked about factors that would influence them learning more about genetics and the types of learning environments they preferred.
The findings of this study have been published: Kirk M, Tonkin E and Birmingham K (2007) Working with publishers: a novel approach to ascertaining practitioners' needs in genetics education. Journal of Research in Nursing 12(6):597-615
Some of the findings from those who responded are outlined below:
Competence 5: Demonstrate a knowledge and understanding of the utility and limitations of genetic testing and information
It is also the one that they felt least confident in demonstrating and used it infrequently. Interestingly this is consistent with the finding from a survey of pre-registration course (below) that indicates students are least well prepared to achieve Competence 5 at the point of registration. The Centre recognises that the process of ordering tests and providing information to patients and families is an opportunity for health professional education and is working with the UK Genetic Testing Network and the National Library for Health's Genetic Conditions Specialist Library to provide appropriate, interlinked support via the three websites.
A similar needs analysis is planned for midwifery.
Practitioners' Network The Centre is developing a network of practitioners. Some have taken part in Centre events or surveys; others have visited our stand at conferences. They often disseminate information about the Centre's activities to colleagues and many champion the need to integrate genetics into nurse and midwifery curricula and training. We hope to work with our network in the development of education resources.
For more information on the network or the nursing professions programme generally please contact Emma Tonkin
If you are nurse based outside the UK and are interested or involved in genetics as part of your practice the International Society of Nurses in Genetics may be of interest.
To help us understand the needs of those learning about genetics during pre-registration training, nurse and midwifery educators were involved in a study to identify the genetics education being delivered across the UK. This work provides a baseline on which to measure change and identifies areas where support is needed.
A full report is available along with a two page summary.
At the time of the survey, it was suggested that at graduation students were least likely to achieve competences 5 and 7:
In addition, educators identified a number of things that the felt would help them deliver genetics education. These included: Access to users and genetics professionals, opportunities for genetics placements and more time within the curriculum.
Does this tie in with your experience of pre-registration education? Are there things you'd like to have seen included in your course when you trained? Tell us what you think by getting in contact.
Practitioners' Network The nursing programme has a number of work areas including the training of students through placements. Placements are integral to the education process and provide a key opportunity for demonstrating genetics within everyday practise. It is crucial that the genetics taught on courses is reinforced in practice and the team is looking at ways to support both mentors and students. For further information please contact us
